Instructional Playbook

Effect Sizes

Evidence-based Strategies

CSD INSTRUCTIONAL Playbook "Your Guide to Crafting an Exceptional Classroom”

Tools to Support Implementation

CSD Instructional Playbook & Instructional Guides

Instructional Guides are designed to be used as a tool for: ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments. COMMUNICATION: Articulates expectations and learning goals for students. PLANNING: Focuses instructional decisions and targets critical information for instructional tasks. COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best practices pertaining to sequencing, unit emphasis, length, integration, and review strategies. INCREASED SUCCESS: Students achievement increases when both teachers and students know where they are going, why they are going there, and what is required of them to get there. Instructional Guides Developed Collaboratively Canyons School District’s Instructional Guides were collaboratively developed and refined by teacher committees, instructional coaches, building administrators, and specialists in the Instructional Supports Department. Guides are updated each school year to ensure they reflect current practices. Instructional Guides are specific to grade levels and/or content areas. Purpose of CSD Playbook & Instructional Guides Canyons School District’s Instructional Playbook and Instructional Guides have been created to provide teachers with evidence-based pedagogy supports and standards based scope and sequences with teacher materials that are driven by the Utah Effective Teaching Standards and the Utah Core Standards. Tools and resources provided have been adopted by the Canyons’ Board of Education and/or been approved through the Instructional Materials Database. The guides and materials are coordinated vertically within feeder systems and horizontally within grade levels.

CSD’s Instructional Guides: https://www.canyonsdistrict.org/manuals/

CSD MTSS Framework

Canyons Multi-Tiered System of Supports (MTSS) framework specifies the critical elements of quality instruction, learning environment, and informed decision making, to support schools in the implementation of evidence-based classroom and system-wide practices so that each learner succeeds. By prioritizing a multi-tiered approach that provides instructional coherence and support intended to meet the needs and assets of the whole child, this framework serves as the foundation for achieving the important outcomes in the CSD Strategic Plan and realizing the District’s mission for every student to graduate college-and-career ready.

Classroom Practices

Safe & Supportive Environment

High Quality Teaching & Learning

Data-based Decision Making

W I

S R

Safety and Belonging

STOIC (Classroom PBIS)

Instructional Design

Instructional Priorities

Assessment for Learning

Team Problem Solving

Schoolwide PBIS Social

Structure the Classroom for Success Teach Students

Instructional Content Aligned to Utah Grade Level Standards Instructional Materials and Technology Aligned to CSD Policy Intentional Planning

Teacher Clarity Explicit Instruction Systematic Vocabulary Instruction Scaffolding Opportunities

Assessment System Effective Assessment Practices Best Practices in Grading

Tiered Teaming Structures

emotional Skill Development Restorative Practices Digital Citizenship Trauma

BLT PLC SST

how to be Successful

Observe Student

Effective Teaming Practices Systematic Data Review Decision Making Protocols

Behavior and Engagement Interact Positively with Students Correct Behavior Errors Fluently

to Respond Structured Classroom Discussion Feedback Cycle

Informed Practices

Tiered System of Supports & Educator Growth

Tiered System of Supports Behavior Supports during core instruction and intervention Supports for Multilingual Learners / Newcomers during core instruction and intervention Supports for Students with Disabilities during core instruction and intervention Supports for Advanced and Gifted Students

Educator Growth Public Practice

Professional Learning Instructional Coaching (coaching cycles, lesson study, walkthroughs, targeted observations) Canyons Teacher Effectiveness Support System (CTESS)

CSD Instructional Playbook

The Instructional Playbook is aligned to CSD’s MTSS Framework and is designed B to support teachers in implementing MTSS practices in the classroom. Within its B pages, you will find a description and a research-based rationale for each B element of the MTSS Framework. Most importantly, you will find practical tips B and resources for applying specific strategies in your classroom. The playbook is organized into four specific sections that parallel the MTSS B Framework. Safe and Supportive Environment Practices

CSD is committed to providing an environment where learners feel safe and classrooms are managed with effective, proactive practices. CSD is committed to providing equitable learning opportunities where all learners receive high quality instruction by design. High Quality Teaching & Learning Practices CSD is committed to using data to make informed decisions about the learning needs in classrooms. Data-based Decision Making Practices Tiered Systems of Supports & Educator Growth CSD is committed to instructional coherence across tiers to provide supports for ALL students to be successful, and opportunities for educators to grow in order to provide student supports.

W I

S R

There are several easy ways to access more resources. 1. Click on the Framework Logo on each page to access the website with resources. 2.Click on the title of each page to access resources for that section. Navigation

Safe & Supportive Environment

Schools build safe and supportive environments by integrating a culture of safety and belonging and utilizing Positive Behavioral Interventions and Supports (PBIS) practices to help all students thrive both academically and emotionally.

Safety and Belonging

STOIC (Classroom PBIS)

www.reallygreatsite.com

Safe & Supportive Environment Safety and Belonging

A culture of safety and belonging is reflected by a school climate that is both welcoming and inclusive in which all members of the school community are valued. School environments that foster safety and belonging provide students with predictability and help buffer students from stressors. Recognizes the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world; acting and modeling in ways that are safe, legal, and ethical in digital spaces.

Digital Citizenship

A framework for creating safe, positive, equitable schools, where every student can feel valued, connected to the school community and supported by caring adults.

Schoolwide PBIS

Learning opportunities that help develop social-emotional skills have positive impacts on the social, behavioral, and academic outcomes for students, helping them to learn essential skills for success and well-being. Helps foster an equitable and positive school environment through proactive strategies that create a sense of community and belonging and strengthen relationships and connections within the school community. Restorative practices also encompass strategies for conflict resolution, repairing harm, and healing relationships in response to disciplinary infractions. Promotes a safe and welcoming climate, creates a predictable and responsive learning environment, builds positive relationships to establish an atmosphere of trustworthiness, establishes supportive practices that ensure safety for all, and uses a restorative approach to conflict resolution.

Social emotional Skill Development

Restorative Practices

Trauma Informed Practices

Click for Resource Toolbox

Digital Citizenship

Click here for the Implementation Toolbox

Digital citizenship is the ability to recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world; acting and modeling in ways that are safe, legal, and ethical in digital spaces (ISTE, 2016). Students and staff live in a world where both the physical and digital world are integrated into their lives. As educators, we need to help students think critically and use technology responsibly to learn, create, and participate. Five Aspects of a Digital Citizen: I am Inclusive: I engage with others online with respect and empathy. I am Informed: I evaluate the accuracy, perspective, and validity of online. information. I give credit to other’s work. I am engaged: I use technology for civic engagement, to solve problems, and be a force for good. I am balanced: I make informed decisions about how to prioritize my time and activities online and off. I am alert: I am aware of my online actions, know how to be safe, and create spaces for others online. (ISTE, 2024a) Consider how you can best incorporate the Five Aspects of a Digital Citizen into your classroom.

XXX TECHNOLOGY EXPECTATIONS Establish and teach expectations and routines for using devices and digital materials in the classroom. Reference the applicable aspects of a digital citizen when correcting and reteaching student behavior. Model digital citizenship practices for your students. Use the Screen Time document to evaluate the current balance of screen time use in your classroom. TEACHING DIGITAL CITIZENSHIP Teach the Thrive Time lessons and/or other digital citizenship lessons identified by your Dig Cit coordinator. XXX Critical Actions for Educators SCREEN TIME

Information Literacy

To be information literate means to be skilled at locating, evaluating, using, and sharing information legally, ethically, and effectively. Information-literate students understand the importance of making decisions based on reliable, credible, and verifiable facts (being informed), rather than opinions (being influenced). They develop a healthy skepticism toward the information they encounter and learn to fact-check to avoid misinformation, disinformation, and malinformation. When intentionally embedding information literacy into classroom instruction, teachers can support student success by teaching skills needed to navigate and critically assess the vast amount of information available in the digital age. This involves helping students differentiate between facts and opinions, advertising or propaganda, identify manipulated or computer-generated images, and recognize bias and stereotyping in information, news, and media. Students who master information literacy understand the motives between creators and audiences and possess sound research skills. They can formulate questions and locate high-quality, factual information to meet their academic and personal needs. By developing these skills, students become more informed and engaged citizens, capable of making thoughtful, well-informed decisions. “Despite the perception that we are more divided and fractured than ever, there are some things we can and must agree on: The challenges we face as a species are monumental. The consequences for inaction are dire. We may not always agree on who is to blame or who has the best solution, but we do know that the answers to those questions must be rooted in facts.” (Lagarde & Hudgins, 2021).

Realize how emotional reactions influence online behavior Locate markers of credibility when viewing information on personal devices Recognize common red flags and practice such skills as, lateral reading Explain the motives behind mis-, dis,- and malinformation Establish credibility when creating and sharing Artificial Intelligence (AI) generated content, as well as possible AI generated content Critical Actions for Educators

Critical Actions for Educators Schoolwide PBIS

Schoolwide PBIS, or Positive Behavioral Interventions and Supports uses proactive, evidence-based practices that help establish a climate where everyone feels welcome and safe. The heart of PBIS is building strong relationships with students, developing routines, and organizing environments that promote student success through the active teaching of positive social behaviors. Connecting classroom rules, routines, and rewards to the school-wide PBIS system will help to promote positive behavior in classrooms and throughout the school. Determining what those rules look like in each area of the building, including entryways, playgrounds, etc. Explicitly teaching rules Routinely reinforcing positive behaviors Systematically correcting behavioral errors Providing systematic interventions for Tier 2 behaviors, and individualized interventions for Tier 3 behaviors. The key components of PBIS include: Clearly establishing school-wide rules

Clearly identify behavior expectations by posting the rules and expectations in all areas in and around

the school building. Determine a plan to

explicitly teach rules and routines to students at the beginning of each school year. Reteach expectations at crucial times of the year (e.g., before winter recess, after spring break). Implement reinforcement system for appropriate behavior and routinely evaluate the system for effectiveness.

A well-implemented system will: Increase positive social behaviors in students

TIER 3

Help students feel positively towards their teacher, administrator, and school Help students feel safer in school Increase time for academic instruction and decrease teacher time spent correcting behavioral errors

TIER 2

TIER 1

Social-emotional Skill Development

Social-emotional skill development provides a framework for students to understand, manage, and be successful with social interactions and emotional regulation. It also provides the skills to problem solve and handle difficult emotions and social situations. These skills are essential to student success at school and help build college and career readiness. Social-emotional skill development is best taught through effective classroom instruction with high student engagement, skills reinforced inside and outside the classroom, and broad parent and community involvement. Social-Emotional Skill Competencies Respecting Self and Others: Establishing and maintaining positive relationships with others are central to success in school and in life, and require the ability to recognize the thoughts, feelings and perspectives of others. Building Resilience: Understanding your emotions, how to manage them, and ways to express them constructively, enables one to handle stress, control impulses, and persevere in overcoming obstacles to achieve goals. Making Responsible Decisions: Accurately defining decisions to be made, generating solutions, anticipating the consequences of each, and evaluating and learning from one’s decisions are critical skills for solving complex problems and working with others. Resolving Conflict: Resolving conflicts requires skills in cooperating, communicating respectfully, and constructively working toward a solution with others. Setting Goals for Personal Growth: Goal setting for academic and personal growth areas can enhance self-confidence and resilience, create self-awareness, and foster a sense of accomplishment. Understanding One’s Community: Being part of a community involves learning to work with and support others with kindness, compassion, and respect, regardless of differences.

Critical Actions for Educators

Build Community: use morning meeting or advisory time to create a safe space in your classroom for students to feel comfortable sharing their feelings and opinions Point Out Examples in Learning Activities: take time to highlight examples in learning tasks that demonstrate social-emotional skills and strategies Point Out Examples in Daily Life: take time when possible to conflict resolution - debrief what happened, could have happened, or what should happen next time Act as an Model: students learn from models; monitor your own emotions for intensity and model healthy coping skills when needed apply social-emotional skill learning as needed, such as

Thrive Time , a Canyons District created and adopted curriculum, provides teachers with the lessons and resources needed to teach a full scope of social-emotional skills for students in grades K-8.

Critical Actions for Educators Restorative Practices

The underlying premise of restorative practices focuses on the belief that people will make positive changes when those in positions of authority do things with them rather than to them or for them. A restorative approach balances high levels of control or limit setting with high levels of support, encouragement, and nurture (Costello et al., 2019). classroom communities. It includes interventions when harm has occurred, as well as pro-active practices that help to prevent harm and conflict by building a sense of belonging, safety, and shared social responsibility throughout school and classroom communities. “Restorative practices are ways of pro-actively developing relationships and community, as well as repairing community when harm is done. After conflict or harm, restorative practices provide a way of thinking about, talking about, and responding to issues and problems.” (Chicago Public Schools, 2022). Restorative practices are a focus of Canyons School District, which will allow “all schools...to ensure that every student feels connected, safe, and empowered to solve problems within a school community.” (Canyons Board of Education, 2019). Restorative practices, when consistently implemented, promote and strengthen positive school culture and enhance pro-social relationships within the school and individual

Build Community: use circle discussions to share experiences and build trust; implement regular check-ins with your class(es) to address any concerns proactively Establish Shared Classroom Culture: collaborate with students to create shared classroom agreements emphasizing respect, empathy, and accountability Practice Active Listening: encourage open dialogue between students and students and staff and validate students' feelings; use reflective listening to ensure understanding Address Conflict Restoratively: not every conflict requires a restorative approach; many conflicts can be solved with simple strategies like Ro-Sham Bo and prompting students to ask each other “What do you need to feel better?”

High Support + High Control

TO

WITH

Restorative

Punitive

High Control Low Control

High Support

Low Support

NOT

FOR

Neglectful

Permissive

Restorative Practices

Proactive Strategies of Restorative Practices: Building Relationships and Communities

1. Relationships & Connections: relationships build connections that help build a safe climate in classrooms and schools. 2. Listening Skills: good listening skills allow us to show greater empathy and have a better perspective to move forward together. 3. Affective Statements: affective statements allow the speaker to own their own feelings and not place blame or judgment. 4. Proactive Circles: the circle process helps create community as well as assist in conflict resolution. 5. Inclusive Decision Making: those affected by decisions are provided opportunities to be include in the decision-making process, thereby contributing to an inclusive culture where all voices are valued.

Traditional Approach

Restorative Approach

Misbehavior is defined as

Breaking school rules, disobeying authority

Harm done to one person or group by another

Authority figure establishing what rules are broken, and who is to blame

Everyone working to problem solve, build relationships, and achieve a mutually-desired outcome

Process relies on

Understanding the impact of actions, taking responsibility for choices, and suggesting ways to repair harm and restore community

Accountability defined as

Receiving punishment

Goal of the response

Pain or unpleasantness to deter/prevent

Meaningful restituiton to reconcile and acknowledge responsibilty for choices

Short term--behaviors often stop in the moment but return once the punishment is over

Long term--students learn critical social and emotional skills that serve them in college, career, and life

Effects of the response

Trauma-Informed Practices

Trauma-Informed Practices promote a safe and welcoming climate, create a predictable and responsive learning environment, build positive relationships to establish an atmosphere of trustworthiness, establish supportive practices that ensure safety for all, and use a restorative practices approach to conflict resolution. Trauma is defined as the emotional response someone has to an extremely negative event. An event becomes traumatic when it exceeds a person’s ability to cope. (American Psychological Association, 2024). Experiencing the same event can affect two people differently, depending on each person’s ability to cope at the time the event occurs. Trauma informed practice IS: the framework for understanding, recognizing, and responding to behaviors in a way that considers trauma as a possible reason for these behaviors a way to address a child’s needs and avoid inadvertently re-traumatizing the child. (Source: www.traumainformedcareproject.org)

Build connections with students Create a predictable environment with routines and procedures Ensure that classrooms feel safe for students Give choices when possible Be aware that some topics Critical Actions for Educators

of conversations may remind a student of a traumatic experience

Trauma informed practice is NOT: excusing misbehavior

asking school staff to be trauma therapists taking on the trauma from your students

Implementing trauma informed practices in a classroom adds protection for the student while the student is able to heal psychologically and emotionally. An analogy to think of is when you have a broken bone. A broken bone is put into a cast, which protects the bone while the body does the healing. In this analogy, the cast is the trauma informed practices that protect from further harm while healing is occurring for the student.

Compared to peers, students with a history of traumatic experiences: are 5 times more likely to struggle with attendance are 6 times more likely to display behavioral issues are at higher risk for a variety of physical and mental health conditions, and overall risk increases as the number of traumatic experiences increases Factors that mitigate the impact of traumatic experiences: having a sense of belonging with physical and emotional safety establishing positive relationships with at least one caring adult having predictable routines and procedures in at least one part of their lives

Relationships & Cultural Responsiveness

Critical Actions for Educators

Relationships matter. Positive teacher-student relationships can remove barriers for students, allowing them to feel safe enough to give their full attention to learning. An essential element of building relationships is using students’ cultures and experiences to make learning more relevant. Cultural responsiveness is teaching “ to and through” the strengths of all students (Gay, 2018). This requires awareness and understanding of varying cultures and how classroom and school systems can be arranged to ensure the support and validation of each student. Building relationships and cultural responsiveness begins with high expectations and the belief that, with support, all students can be successful. Attending to relationships and cultural responsiveness shapes the classroom climate by: helping students establish connections with the school and school community promoting positive student to student relationships establishing a sense of belonging for students who feel they do not “fit in” giving students opportunities to explore and attempt more challenging tasks without fear of failure or ridicule creating a respectful environment that helps all students feel valued, safe, and respected

TEACHER-STUDENT RELATIONSHIPS

Use student names during interactions with correct pronunciation Engage with students about their personal interests or experiences Equitably distribute response opportunities

CULTURAL RESPONSIVENESS Cultural and linguistic characteristics of all students are reflected in the classroom Connect new content to culturally relevant examples Make space for student voice "Positive teacher student interaction is the most important factor in effective teaching." -John Hattie (2009)

Safety & Belonging Toolbox

Observation Tools for Public Practice

Tools & Templates

Research & Reading

Digital Citizenship Lesson Collections for K-12 (Curriculum) Digital Safety Resources (Curriculum)

CSD Family Connections: Tech for Families (Guidelines) ISTE Digital Citizenship Responsible Use Guidelines (Students)

Digital Citizenship

PBIS Implementation Blueprint (Center on PBIS)

Check in-Check out (Presentation) Sample Attendance Plan Attendance Works (Website) Intervention Resources (PBIS World) Template for Creating Effective Schoolwide Environments What is PBIS (Parent Letter) De-Escalation: Help, Prompt, Wait

School-wide PBIS

CSD Thrive Time (Curriculum Grades K-8)

Thrive TIme Implementation Checklist

Social-Emotional Development

CSD Thrive Time (Curriculum 6-8)

Improving Student Outcomes Through Restorative Practices (Article) Restorative Practices in Schools (Website)

Restorative Practices

Safety & Belonging Toolbox

Observation Tools for Public Practice

Tools & Templates

Research & Reading

Back Pocket Words & Phrases to Build Positive Relationships (Teacher Tool)

10 Ideas for Creating a Trauma Informed Classroom (Article) Understanding Trauma and Its Impact (Article)

Trauma-Informed Practices

Positive Student-Teacher Relationships Morning Meeting/Community Circles (Google Drive)

Steps to Make Classrooms More Culturally Responsive (Guide) Get to Know you Activities 10 Easy Middle School Icebreakers Relationship Builders for the New School Year (Bite-sized PD Video) Morning Meeting Example (Video) Building Relationships (Article) New Teacher Academy: Building Relationships (Article)

Morning Meeting Implementation Checklist

Relationships & Cultural Responsiveness

How the Best Teachers Maintain Calm in the Classroom (Article)

Safe & Supportive Environment STOIC (Classroom PBIS)

Aligning classroom expectations to the schoolwide PBIS system reduces learning time for students to master expectations and fosters predictability for students and their families. STOIC (formerly Classroom Behavior Essentials) represent the PBIS practices needed to create a positive classroom climate, but also improve academic engagement, increase the likelihood of appropriate behavior, decrease the likelihood of behavioral errors, and enhance social skills.

Classroom Adjustments

STOIC Essential

Overview

Design and organize the classroom environment, routines, and procedures to maximize student success and minimize problem behavior. Explicitly teach, model, practice, and reinforce behavioral and academic expectations just as you would academic content.

S Structure your Classroom for Success

Morning Greeting Structured Breaks

Reteaching Rules/Routines/Proce dures Group Contingency Token Economy

Teach Students how to be Successful Observe and Monitor Student Behavior & Engagement

T

Actively supervise and monitor students to provide support, maintain engagement, and address concerns before they escalate.

O

Active Supervision Student Engagement

Increase ration of positive to corrective feedback 2x10 Strategy Differential Reinforcement

Build positive relationships through frequent, meaningful, and encouraging interactions that foster a supportive classroom climate.

I

Interact Positively with Students

Respond to misbehavior calmly, consistently, and respectfully while keeping instruction and learning moving forward.

C

Correct Behavior Errors Fluently

Precision Request De-escalation

STOIC reminds us that effective classroom management is proactive, preventative, and focused on creating environments where all students can succeed.

Click for Resource Toolbox

CSD Tiered Behavior Continuum

Student behavior is most effectively addressed through a comprehensive system of supports rather than isolated interventions. This Behavior Support Continuum provides a clear framework for preventing problem behavior, responding to challenges, and ensuring every student receives the level of support they need to be successful. The continuum is built on the principles of Positive Behavioral Interventions and Supports (PBIS) and recognizes that the majority of student behavioral needs can be addressed through strong universal classroom practices. As student needs become more intensive, additional layers of support are added without replacing the foundational practices that benefit all students. An effective behavior system ensures that: Every student receives proactive, preventative supports before behavior problems escalate. Teachers have a clear decision-making process for responding to behavior concerns. Interventions are selected based on student need rather than preference or convenience. Supports become increasingly individualized only when less intensive strategies have been implemented with fidelity. Schools use collaborative problem solving and data to guide decisions rather than relying solely on consequences.

Tier 3: Intensive Supports involve individualized, comprehensive behavior plans created through multidisciplinary teams. For general education students, this may include a Functional Behavior Assessment (FBA) and a personalized support plan. For special education students, Tier 3 may involve IEP based behavioral interventions and collaboration with district-level specialists.

Tier 2: Targeted Supports are for students who require additional support beyond Tier 1. Tier 2 offers standardized interventions such as Check In/Check-Out and targeted social skills groups. These are matched to student needs through a referral process and implemented with the help of school wellness staff and MTSS teams. Problem-solving teams, peer collaboration, and coaching cycles guide the work in Tier 2.

Tier 1 Universal Supports includes school-wide and classroom-based systems such as STOIC (Classroom PBIS) and SEL instruction (e.g., morning meetings, calming corners). With consistent implementation, these strategies should be sufficient for approximately 80–90% of students. When problems arise, teachers rely on classroom management adjustments and teacher-led interventions prior to out of classroom interventions.

CSD Tiered Behavior Continuum

The next section of this playbook focuses on the two foundational components of Tier 1 behavior support: STOIC (Classroom PBIS) Practices These universal practices create predictable, positive learning environments where expectations are clearly taught, reinforced, and consistently implemented. STOIC

provides the framework for preventing many behavior challenges before they occur.

Classroom Management Adjustments

Even within strong Tier 1 classrooms, some students benefit from small instructional or environmental adjustments. These strategies provide additional support without requiring formal interventions and allow teachers to respond proactively to individual student needs.

Our Goal As you work through this section, you will find practical tools, examples, and resources to help you:

✔ Establish predictable classroom routines ✔ Teach and reinforce behavioral expectations

✔ Increase student engagement ✔ Respond consistently to behavior ✔ Make proactive classroom adjustments that support student success

Critical Actions for Educators The STOIC Framework

Positive Behavioral Interventions and Supports (PBIS) is a proactive, prevention-based framework designed to create safe, predictable, and positive learning environments where all students can succeed. Rather than reacting to problem behavior, PBIS focuses on creating the conditions that help students meet behavioral expectations and engage successfully in learning. The STOIC Framework The STOIC framework provides a practical, research based approach for implementing Tier 1 classroom management practices that align with PBIS. STOIC helps teachers intentionally design classroom

When students struggle with behavior, STOIC helps us focus on what adjustments can be made. Instead of asking, “What should the student do differently?” we ask, “What can I change to support student success?” By revisiting Structure , Teach, Observe, Interact, and Correct , teachers can make small, intentional shifts, like refining routines, reteaching expectations, or increasing supervision, that prevent and reduce misbehavior while creating a more positive, predictable classroom.

environments that prevent many behavior challenges before they occur while also creating clear, consistent

expectations that support all learners. The five components of STOIC are:

S – Structure the classroom for success. T – Teach students how to be successful. O – Observe student behavior and engagement. I – Interact positively with students. C – Correct behavior errors fluently and respectfully.

Classroom Management Adjustment suggestions are

described within each component of STOIC.

Strengthening STOIC

These resources are designed to support teachers through every stage of implementation—from planning to reflection to problem-solving. For each component of STOIC, you will find: An overview explaining why the practice matters and how it supports positive student outcomes. A problem-solving tool to help you evaluate your current implementation and identify opportunities for growth. Implementation tools and resources. Classroom Adjustments that can be layered in when necessary.

The STOIC Framework

Classroom Management Adjustments

Navigating the Continuum

If strengthening your Tier 1 STOIC practices does not fully address a classroom need, the Playbook also includes a collection of evidence based classroom management adjustments that can be layered onto strong classroom management practices. Each classroom adjustment includes: An overview of the strategy and when to use it. A step-by-step implementation protocol. Behavior functions for which the strategy is most effective. Important implementation considerations. Troubleshooting guidance for common barriers. Data collection tools to monitor implementation and student response. CSD Classroom Management Resources T o further support implementation, CSD provides several companion tools that work together within the STOIC framework: The CSD STOIC Observation Tool helps instructional coaches, administrators determine fidelity of implementation on a school wide level. The STOIC Self-Assessment Tool provides an opportunity for reflection, problem solving and goal setting for teachers. The CSD Classroom Management Plan guides teachers in developing classroom routines, procedures, expectations, and systems aligned with the STOIC framework. The classroom adjustments in the STOIC framework are designed to strengthen Tier 1 classroom practices. In many cases, these adjustments are sufficient to improve student behavior and engagement. If a student continues to experience behavioral challenges despite consistent implementation of effective Tier 1 classroom practices, teachers should move to the Teacher-Led Interventions section of this Playbook. This section provides targeted, individualized interventions that can be matched to a student's behavioral needs and the function of their behavior. When Classroom Management Adjustments Are Not Enough

Implement STOIC with fidelity

Problem solve to strengthen your STOIC system

Layer on Classroom Adjustments as needed

Add a Teacher Led Intervention when necessary

Effect Size: 0.68

Behavior Functions to Consider When Addressing Challenging Behaviors

Understanding the function of a student’s behavior is key to creating effective adjustments or interventions. Behavior serves a purpose for the student, whether it is to get attention, escape a task, access something they want or need, or meet a sensory need. When we identify why a behavior is occurring, we can teach appropriate replacement skills and better provide supports that address the student’s needs, leading to more positive interactions and lasting behavior change. The tables below describe each behavior function in more detail, as well as replacement behaviors that might be considered.

Functions of Behavior

Behavior Functions

Definition

Examples

Best Use Cases

Remove adult attention when engaging in undesirable behavior. Provide high rates of adult attention for desirable behavior. Have student earn something for the class, such as free time or extra recess. Avoid removing task if engaging in undesirable behavior. Teach student how to ask appropriately to take a break. Create a structured system when the student earns a break. Student does not get access to preferred item if they are engaging in undesirable behavior. Create a structured system where the preferred item is student’s reinforcement.

Student raises hand to get teacher attention. Student makes a noise to get peers to laugh.

Student engages in behavior (desirable or undesirable) to gain access to adult or peer attention.

Attention

Student asks for a break appropriately

Student engages in behavior (desirable or undesirable) to avoid adult or peer attention, environments, or tasks. Student engages in behavior (desirable or undesirable) to gain access to an item including edibles, activities, or other preferred items.

to leave a loud environment. Student throws items to be removed from doing a task.

Escape

Student completes work to have access to technology. Student refuses to transition off of technology.

Tangible

Replacement Behaviors to Consider When Addressing Challenging Behaviors

Replacement behaviors are behaviors that meet the same function as the undesirable behavior, but are safer and more functional for the classroom. They also teach a skill and allow the student to advocate for themselves.

Replacement Behaviors

Behavior Functions Undesirable Behaviors

Possible Replacement Behaviors

Talking out

Raising hand

Leaving the classroom

Earning a walk with a preferred adult

Attention

Touching peers

Asking a peer to play

Talking to peers

Earning time to spend with peers

Earning a quiet break outside of the classroom

Leaving the classroom

Throwing items

Asking for a break when overwhelmed

Escape

Earning a ‘free work pass’ on an assignment by completing a pre determined amount of work

Ignoring teacher prompts

Putting head down

Asking to work in the hallway

Asking for more time or to finish what they are doing before getting off tech Earning preferred items, through a structured schedule, by keeping hands to themselves Earning preferred items, through a structured schedule, by keeping hands to themselves

Refusing to get off tech

Taking items from peers

Tangible

Taking items from adults

Utilizing the PBIS Rewards System *Note: Not all schools purchase PBIS rewards

PBIS Rewards is an online platform that helps teachers reinforce positive behavior by recognizing students who demonstrate classroom and school expectations. Consistent acknowledgment encourages students to repeat expected behaviors while providing teachers with valuable behavior data

Increase Your Impact

to guide instruction and intervention. Using PBIS Rewards consistently helps: Increase positive student behaviors

Maximize

Frequent acknowledgement Behavior-specific praise Immediate reinforcement Recognizing all students Using reports to guide decisions Waiting only for exceptional behavior when giving points Giving points without feedback Reward the same student repeatedly Using Rewards only after problem behaviors have occurred Treating points as a goal instead of a reinforcer

Build positive teacher-student relationships Reinforce classroom and school expectations Manage student incentives and celebrations Monitor behavior trends using classroom reports Getting Started 1. Teach Expectations Explicitly teach and model your classroom and school expectations before expecting students to demonstrate them. 2. Acknowledge Positive Behavior Award points as soon as students demonstrate expected behaviors. Connect every point to the behavior. Instead of: "Nice job!" Try: "Thank you for helping your partner. That showed Respect." 3. Reinforce Consistently Look for opportunities to recognize positive behavior throughout the day—not just exceptional behavior. 4. Celebrate Success PBIS Rewards allows teachers to reinforce behavior through: Classroom Stores Special Events Raffles/Drawings Teacher-created incentives Choose rewards that motivate your students while reinforcing your classroom culture. 5. Review Your Data Use classroom reports to identify: Students who may need additional support Trends in classroom behavior Expectations that may need to be retaught

Minimize

Getting Started

Advanced Tips

Support

PBIS Rewards Login Intro Video Classroom Store Setup Video One Pager

Redeem Later Option Creating an Event Video One Pager Raffles Video One Pager

PBIS Rewards Support - Must be Logged in

Facebook Group: PBIS Rewards Break Room

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Structure the Classroom for Success

A well-structured classroom creates the foundation for both academic success and positive student behavior. Thoughtful organization of the physical space allows the teacher to move efficiently, supporting active supervision and meaningful interaction with all students. Seating is intentionally designed to promote engagement and ensure equitable participation , with flexibility to support whole-group, small-group, and collaborative learning. Classroom materials are clearly labeled, organized, and accessible , allowing students to independently gather what they need while maximizing instructional time. A visible daily schedule provides predictability, helping students stay focused and engaged. Clear expectations are essential. A set of 3–5 positively stated, observable, and measurable rules helps students understand what is expected. These rules, along with responses to behavior, are visibly displayed and aligned with school-wide expectations to promote consistency and fairness. A consistent attention signal with both visual and auditory components helps quickly regain focus and minimize lost time, supporting a calm and responsive environment.

PHYSICAL ENVIRONMENT Critical Actions for Educators Arrange classroom so the teacher can get to any part of the classroom with ease. Organize room to facilitate movement for the teacher and students Ensure materials are clearly labeled and easily accessible Post a daily schedule that is clear and easily visible Dedicate a space to showcase student work and achievements Post both classroom rules and responses to rule violations that are readily accessible to all.

By structuring the classroom environment, an educator: promotes a sense of safety and security provides predictability and a sense of stability for learners, provides the opportunity for students to acquire the skill of respecting the personal space for themselves and others,

ATTENTION SIGNALS Use consistently to maintain attention Teach, practice and reinforce signals

decreases the potential for disruptions, and decreases opportunities for overstimulation.

Together, these structures create a predictable and supportive classroom where students feel confident, engaged, and ready to take ownership of their learning.

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Problem Solving: Structure your Classroom for Success

Reflect on each statement below. Consider whether the practice is fully in place, partially in place, or not yet in place. If your answer is "Not Yet" or "Partially," identify one small action you could take to strengthen that aspect of your classroom structure.

Yes Partially Not Yet

Structure Your Classroom For Success

Action Step

Can I move easily to any student or area of my classroom without obstacles? Do my seating arrangements support participation and engagement for all students? Are class materials organized, labeled, and easy for students to access? Does the attention signal I use work within 3-5 seconds to gain all students’ attention? Is my daily schedule posted where students can easily see it? Are classroom rules posted where students can easily see them? Do the majority of students follow classroom rules? (80-90%)

Physical Arrangement

Attention Signal Daily Schedule

Classroom Rules

Do I use a continuum of predetermined consequences when problems do arise?

Are transitions smooth, efficient, and minimize disruptions? Have I explicitly taught and displayed classroom routines that all students can understand?

Classroom Routines

Reflection

What is one structure I could improve that would have the greatest impact on student success?

Next Steps: If one or two students continue to need additional support, select and implement a Structure Classroom Adjustment for those students.

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CLASSROOM ADJUSTMENTS TO IMPROVE STRUCTURE

MORNING GREETING

STRUCTURED BREAKS

A morning greeting is a simple classroom adjustment where the teacher intentionally welcomes each student by name with a positive verbal and nonverbal interaction, setting clear expectations for the day while building belonging, reducing stress, and increasing

Structured Breaks are a proactive behavior support strategy designed to provide students with a safe and appropriate alternative to escape maintained behaviors such as elopement, refusal, disruption, or shutdown. Rather than avoiding tasks, students are explicitly taught how to appropriately request and use a break before returning to learning.

engagement and positive behavior.

EFFORT LEVEL

EFFORT LEVEL

Low

High

Medium

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Classroom Adjustment: Morning Greeting

Protocol Select a combination of greetings you will use. Greet students at the entry of your classroom. Use student’s first name when greeting them. Use a positive facial expression and genuine demeanor during your interaction. Offer variety - handshakes, high-fives, fist bumps, waves, verbal greeting Document morning greeting using a calendar or data sheet so that you can hold yourself accountable. After 10 days, review notes and reflect , and assess the effect of the intervention. Positive greetings at the door of classroom increased students’ academic engagement by 20% and decreased disruptive classroom behavior by 9%, according to a study published in the Journal of Positive Behavior and potentially adds an extra hour of learning per day. Teacher should greet students individually by name, as well as use a non verbal greeting, and make positive and pre-corrective statements encouraging good behavior or suggesting how the student should begin the day. This approach promotes a sense of belonging in the classroom, builds a sense of community, and reduces students’ and teachers’ stress levels as they begin the day.

Level of Teacher Effort

Low High Medium

Target Students

Considerations

Works well with all students, but may be especially helpful for: Chronically absent students Students with externalizing behaviors Students who socially withdraw Students experiencing trauma or instability Students with limited positive adult relationships at home Students with low self esteem

Some students may feel uncomfortable with handshakes or high-fives, so allow students to determine how you greet them at the door. Remain warm and consistent, do not take rejection personally. If you have a lot of students, greet them all, but prioritize 5-10 that are most in need

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Classroom Adjustment: Morning Greeting

Troubleshooting

Tools

Student does not want to interact: Do not force it. Keep greeting them without any pressure. You miss a day: Restart. Consistency matters. Student pushes back or seems annoyed: Remain warm and consistent in greeting them by their name. Student behavior is not improving: Continue relationship work but add additional supports.

Morning Greeting Data Collection Tool Morning Greeting Posters (Canva Template)

Videos

Sample Log

Example

Research

Welcoming Students with a Smile (Article)

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Classroom Adjustment: Structured Breaks

Structured Breaks are a proactive behavior support strategy designed to provide students with a safe and appropriate alternative to escape maintained behaviors such as elopement, refusal, disruption, or shutdown. Rather than avoiding tasks through unsafe or disruptive actions, students are explicitly taught how to appropriately request and use a break before returning to learning.

Level of Teacher Effort

Structured breaks help students: Regulate emotions and sensory needs Practice self-awareness and coping skills Reduce unsafe or disruptive behavior Increase independence and successful participation in class

Low High Medium

Protocol

Identify a Safe Break Space Choose a calm, supervised location, i.e. calm corner, Sensory area, check in space. Teach a Way to Request a Break Examples: Break card, Hand signal, Verbal request. Define What Happens During the Break Students should have structured choices such as deep breathing, quiet sitting, fidget tools, coloring. Set Clear Time Limits Use a visual timer. Typical breaks last 3–10 minutes. Teach the Return Procedure Students should put materials away, transition calmly, return within 1 minute of timer ending. Pre-Teach and Practice Frequently The process should be practiced during calm moments—not only during crises. Target Students Considerations Structured Breaks are most effective for behaviors maintained by: Escape or avoidance of tasks Sensory overload Connect successful break use to: Token systems Check-in/check-out Preferred activities Praise and recognition

Fade Gradually Move from:

Emotional overwhelm Anxiety or frustration

Unlimited access → limited breaks Immediate breaks → delayed access Adult prompting → student independence